The ‘Eyeq’ program was established for the status quo hearing community. The expected outcomes are benchmarked as such. The adaptations and modifications for the Deaf and Hard of Hearing were signed instructions and clarifying instructions through student feedback and facilitator observation. The students are given book exercises with complete instructions during class, but they are required to practice at home. This has been a vital part of the process for the Deaf and Hard of Hearing students and shall be continued after the computer exercises are completed. The reasoning for the book exercises is additional eye/hand/brain training to strengthen their coordination process and to reinforce the sectional learning that they have already completed. The current average reading speed with comprehension is charted below:

Progress Report 10/21/2007 – 12/09/08 Increase Achieved: 2.0 times

Average Starting Speed193 WPMAverage Final Speed 423 WPM

The students with more hearing fell into the expected out comes of declining in the beginning and improving after the first 8 sessions. Note: This decline was minimal.

Fortuitously, the students with less hearing did not decline in the beginning. Their achievement never declined past their original benchmark and has steadily improved.

62.5 % of the students have doubled their beginning benchmarks in words per minute reading. The beginning, highest, and improvement scores are charted below:

Reading: Words Per Minute

Student

Class

Beginning

Highest

Improvement %

ACHS03^

Deaf and HOH beg

311

504

62%

SMS*

Deaf and HOH beg

85

483

468%

SMS001*

Deaf and HOH beg

194

522

169%

SMS002*^

Deaf and HOH beg

305

421

38%

SMS003*^

Deaf and HOH beg

218

311

43%

SMS004^#

Deaf and HOH beg

139

436

214%

SMS005*#

Deaf and HOH beg

181

544

201%

SMS006^

Deaf and HOH beg

63

165

162%

* Signers ^ Hard of Hearing # English Language Learners

The comprehension scores showing the ERS and improvement percent are as follows:

This is how the effective reading speed is calculated: words per minute multiplied by the percent of correct answers = ERS

Effective Reading Speed

Student

Class

Beginning

Highest

Improvement %

ACHS03^

Deaf and HOH beg

156/50%

403/100%

SMS*

Deaf and HOH beg

40/50%

483/100%

SMS001*

Deaf and HOH beg

97/50%

522/100%

SMS002*^

Deaf and HOH beg

183/60%

253/60%

SMS003*^

Deaf and HOH beg

153/70%

249/80%

SMS004^#

Deaf and HOH beg

56/40%

392/90%

SMS005*#

Deaf and HOH beg

72/40%

544/100%

SMS006^

Deaf and HOH beg

25/40%

165/100%

* Signers ^ Hard of Hearing # English Language Learners

The comprehensive improvements vary according to the individual student. Every student shows improvement in this area. The comprehension is calculated by taking the words-per-minute (wpm) reading ability for a new passage and dividing that score by the percent of correct answers given after the reading.

This testing was not skewed to the student’s advantage as there is no way to ‘stop’ or ‘go back’ to any of the previous sections during the testing and only one session a day can be accessed. The student is observed at all times during the sessions. If the student accidently forwards the test without completing the passage they will not pass the questions and answer section so their score will be lowered accordingly but a false wpm reading will also appear in the charts. These current revised charts do reflect skewed testing that lowered the student’s scores. Unfortunately, the software had minimal errors that were corrected after technical service from EYEQ itself.

When a student returned from vacation (ten days) the scores for the next session and comprehension declined. Another student forgot to do the home exercises for as eight day period and the beginning scores declined for the sessions/tests complete that week Student ‘sms’ had this happen and showed a critical reading speed increase that was deleted from the chart and therefore delete from the overall scores. There were several error reports that temporarily skewed the outcomes. All errors have been deleted along with the student’s achieved score. They went back at another time to complete the testing again

This data proves the immediate success of this program. I shall continue to collect data evaluating their reading and comprehension monthly to see the longevity of the results. I will also collect data observing how the EyeQ program has impacted their future learning and/or self esteem.

The ‘Eyeq’ program was established for the status quo hearing community. The expected outcomes are bench marked as such. The adaptations and modifications for the Deaf and Hard of Hearing were signed instructions and clarifying instructions through student feedback and facilitator observation. The students are given book exercises with complete instructions during class, but they are required to practice at home. This has been a vital part of the process for the Deaf and Hard of Hearing students and shall be continued after the computer exercises are completed. The reasoning for the book exercises is additional eye/hand/brain training to strengthen their coordination process and to reinforce the sectional learning that they have already completed.

The current average reading speed with comprehension is charted below:

The students with more hearing fell into the expected out comes of declining in the beginning and improving after the first 8 sessions. Note: This decline was minimal.

Fortuitously, the students with less hearing did not decline in the beginning. Their achievement never declined past their original benchmark and has steadily improved.

62.5 % of the students have doubled their beginning benchmarks in words per minute reading. The beginning, highest, and improvement scores are charted below:Deaf and HOH begReading: Words Per Minute

StudentBeginningHighestImprovement %

ACHS03^ 311 504 62%

SMS* 85 483 468%

SMS001* 194 522 169%

SMS002*^ 305 421 38%

SMS003*^ 218 311 43%

SMS004^# 139 436 214%

SMS005*# 181 544 201%

SMS006^ 63 165 162%

* Signers ^ Hard of Hearing # English Language Learners

The comprehension scores showing the ERS and improvement percent are as follows:

This is how the effective reading speed is calculated: words per minute multiplied by the percent of correct answers = ERS

Effective Reading Speed

StudentBeginningHighest

ACHS03^ 156/50% 403/100%

SMS* 40/50% 483/100%

SMS001* 97/50% 522/100%

SMS002*^ 183/60% 253/60%

SMS003*^ 153/70% 249/80%

SMS004^# 56/40% 392/90%

SMS005*# 72/40% 544/100%

SMS006^ 25/40% 165/100%

* Signers ^ Hard of Hearing # English Language Learners

The comprehensive improvements vary according to the individual student. Every student shows improvement in this area. The comprehension is calculated by taking the words-per-minute (wpm) reading ability for a new passage and dividing that score by the percent of correct answers given after the reading.

This testing was not skewed to the student’s advantage as there is no way to ‘stop’ or ‘go back’ to any of the previous sections during the testing and only one session a day can be accessed. The student was observed at all times during sessions. If the student accidentally forwards the test without completing the passage they will not pass the questions and answer section. Therefore, their score was lowered accordingly but a false wpm reading also appeared in the charts. These current revised charts do reflect skewed testing that lowered the student’s scores. Unfortunately, the software had minimal errors that were corrected after technical service from EYEQ itself.

When a student returned from vacation (ten days) the scores for the next session and comprehension declined. Another student forgot to do the home exercises for an eight day period and the beginning scores declined for the sessions/tests complete that week Student ‘sms’ had this happen and showed a critical reading speed increase that was deleted from the chart and therefore delete from the overall scores. There were several error reports that temporarily skewed the outcomes. All errors have been deleted along with the student’s skewed score. Students went back -at another time- to complete the testing.

This data provides information that leads to the immediate success of this program. I shall continue to collect data evaluating their reading and comprehension monthly to see the longevity of the results. I will also collect data observing how the EyeQ program has impacted their future learning and/or self esteem.

2011 update.SMS002*^ Honors Classes in High School

SMS003*^ Honors Classes in High School

SMS004^# Grade Level Classes in High School GPA 3.25

SMS005*# Mainstream Classes in High School GPA 2.60

SMS006^ Receives No Services in High School GPA 3.1Moved from district and currently unable to follow. ACHS03^ SMS* SMS001*